Internal Stakeholders&rsquo; Involvement in Senior High School Work Immersion Program

Karen Gay   Dy,

Internal Stakeholders’ Involvement in Senior High School Work Immersion Program

Discipline: Education

Abstract:

This study analysed on Internal Stakeholders’ Involvement in Senior High School Work Immersion Program of private secondary education institution. Specifically, the study focused on internal stakeholders’ parental involvement as characterized by parenting, communicating, volunteering, learning at home, decision making and collaborating with the community; and internal stakeholders’ involvement in the senior high school work immersion program. This study utilized the descriptive research design employing mixed methods of research. The descriptive model involves collection of data in order to test hypothesis. It includes survey approach and focus group discussion (FGD). Utilizing the data, the study revealed that teachers manifest high involvement in facilitating parental involvement in learning at home and school, parents are moderately involved in the practices while school administrators showed high involvement in facilitating parental involvement. The data collected also revealed that the school administrators, teachers, students and parents were adversely involved in the work immersion program. The school administrators work conscientiously in providing the much needed support during the pre- immersion, immersion and post-immersion stage.

References:

Aquino, B. III (2011). Primer: What you should know about the K to 12 senior high school. Inquirer Learning. Inquirer. Manila.
Barnard, W. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26 (1), 39-62.
DepEd Order No. 30, s. 2017. Guidelines on Work Immersion
Department of Labor and Employment (Dole) (2016). Dole sets guidelines for K-12 work immersion program. Sunstar. Philippines.
Epstein, J. L. (2009). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76, 701-712.
Green, C.L., Walker, J.M., Hoover-Dempsey, K.V. and Sandler, H. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99, 532-544.
Hayakawa, M., Englund, M.M., Warner Richter, M.N., and Reynolds, A.J. (2013). The longitudinal process of early parent involvement on student achievement: A Path Analysis. Dialog, 16 (1), 103-126.
Miedel, W.T. (2000). Parent involvement in early intervention for disadvantaged children: Does it Matter? Journal of School Psychology, 37 (4), 379-402.
Rutherford, L. (2011).Office of Behavioral and Social Sciences Research. Sociology of Education, 73, 37-53.
Tucay (2015) K to 12 General Information. DepEd Complex, Meralco Ave., Pasig City, Metro Manila.